Das, Ta inmoy e al.
A icle
In en ion o enhancing me a e se-based lea ning using gami ica ion
among uni e si y s uden s: a s udy using Delphi and s uc u al
equa ion modelling app oaches
Cogen Business & Managemen
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Sugges ed Ci a ion: Das, Ta inmoy e al. (2024) : In en ion o enhancing me a e se-based lea ning
using gami ica ion among uni e si y s uden s: a s udy using Delphi and s uc u al equa ion
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In en ion o enhancing me a e se-based
lea ning using gamifica ion among uni e si y
s uden s: a s udy using Delphi and s uc u al
equa ion modelling app oaches
Ta inmoy Das, Si aji Ganesh Kondamudi, Mohammad Dawood
Babake khell, Debajyo i Pal, Ri a Roy & Su ee Funilkul
To ci e his a icle: Ta inmoy Das, Si aji Ganesh Kondamudi, Mohammad Dawood
Babake khell, Debajyo i Pal, Ri a Roy & Su ee Funilkul (2024) In en ion o enhancing
me a e se-based lea ning using gamifica ion among uni e si y s uden s: a s udy using
Delphi and s uc u al equa ion modelling app oaches, Cogen Business & Managemen , 11:1,
2380016, DOI: 10.1080/23311975.2024.2380016
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In o ma Ion & echnology managemen | esea ch a Icle
Cogen Business & ManageMen
2024, VoL. 11, no. 1, 2380016
In en ion o enhancing me a e se-based lea ning using
gami ica ion among uni e si y s uden s: a s udy using Delphi and
s uc u al equa ion modelling app oaches
a inmoy Dasa , si aji ganesh Kondamudia , mohammad Dawood Babake khellb,
Debajyo i Palc, i a oyd and su ee unilkulc
agi aM school o Business, gi aM (Deemed o be uni e si y), Visakhapa nam, andh a P adesh, india; bDepa men o
in o ma ion echnology, shaikh Zayed uni e si y Khos , Khos , a ghanis an; cschool o in o ma ion echnology, King
Mongku ’s uni e si y o echnology honbu i, Bangkok, hailand; dDepa men o Compu e science and enginee ing, gi aM
ins i u e o echnology, gi aM (Deemed o be uni e si y), Visakhapa nam, andh a P adesh, india
ABSTRACT
he s udy in es iga es he in luence o gami ica ion on he educa ion sec o , ocusing
on inc easing me a e se-based lea ning among uni e si y s uden s. Using echnology
o s uden engagemen , e en ion, and acquisi ion could gi e he Indian educa ion
sys em a compe i i e edge, especially in a g owing coun y like India. he educa ion
sys em may also ha e an e ec i i p o ides high-quali y se ices. his s udy p oposed
12 hypo heses. i s , he Delphi me hod was pe o med wi h he help o academic and
indus ial expe s. subsequen ly, a su ey o uni e si y s uden s was conduc ed. wel e
hypo heses we e es ed, ou o which six we e accep ed. no signi ican ela ionships
exis ed be ween us , a i ude and pe cei ed ease o use. nei he discom o no
insecu i y had any signi ican associa ion wi h pe cei ed use ulness and ease o use.
hus, six hypo heses we e ejec ed. gami ica ion can boos me a e se-based lea ning.
Uni e si y s uden s bene i ed om his esea ch. simul aneously, educa o s can mo i a e
s uden s o lea n by using no el app oaches. he p esen in es iga ion sugges s
explo ing all he po en ial applica ions o gami ica ion ha we e no co e ed in p e ious
s udies. his s udy ocused solely on he educa ional sec o . his expands he po en ial
o pe o ming addi ional esea ch in o he unexplo ed sec o s. his esea ch was ca ied
ou only in a de eloping na ion, India. so, esea ch can also be conduc ed in o he
de eloping na ions. Demog aphic de ails like age, loca ion, and occupa ion could be
inco po a ed in o u u e s udies.
1. In oduc ion
he impac o eme ging echnologies on echnological g ow h has changed se e al sec o s in his digi-
ally d i en e a. Vi ual eali y (V ) is widely ega ded as a link o he me a e se ( ospigliosi, 2022). high
le els o imme sion, adap abili y, and i ness a e ea u es o he me a e se (andembub ob e al., 2023;
Kaplan e al., 2021; ma ín-gu ié ez e al., 2017). he e m me a e se designa es a gene a ed en i on-
men whe e indi iduals can li e acco ding o he c ea o ’s laws. Wo king in g oups on a p ojec , ha ing
discussions on a ious opics, and lea ning om successes o mis akes can help indi iduals in e ac wi h
each o he on me a e se pla o ms (hwang & chien, 2022). esea ch on gami ica ion (gam) has g own
o e he pas ew yea s. I began wi h he e olu ion o he in e ne . Use expe ience is imp o ed by
including joy, exci emen , inspi a ion, and deligh . o inc ease use engagemen , he gam adds game-like
elemen s o non-game con ex s.
gami ica ion has been employed in inance, educa ion, heal hca e, wellness, banking, e ail, ma ke ing,
and employee aining (Bi ián e al., 2023). mos o he sec o s ha e wi nessed g ow h in he
© 2024 he au ho (s). Published by in o ma uK Limi ed, ading as aylo & F ancis g oup
CONTACT Mohammad Dawood Babake khell dawood[email p o ec ed] Depa men o in o ma ion echnology, shaikh Zayed uni e si y
Khos , Khos 2558, a ghanis an.
h ps://doi.o g/10.1080/23311975.2024.2380016
his is an open access a icle dis ibu ed unde he e ms o he C ea i e Commons a ibu ion License (h p://c ea i ecommons.o g/licenses/by/4.0/), which
pe mi s un es ic ed use, dis ibu ion, and ep oduc ion in any medium, p o ided he o iginal wo k is p ope ly ci ed. he e ms on which his a icle has been
published allow he pos ing o he accep ed Manusc ip in a eposi o y by he au ho (s) o wi h hei consen .
ARTICLE HISTORY
ecei ed 5 ma ch 2024
e ised 26 may 2024
accep ed 2 July 2024
SUBJECTS
Business, managemen
and accoun ing;
managemen o I ;
echnology
KEYWORDS
gami ica ion;
me a e se-based lea ning;
uni e si y s uden s;
Delphi me hod;
de eloping na ions
REVIEWING EDITOR
hui shan loh, singapo e
Uni e si y o social
sciences, singapo e
2 . Das e al.
implemen a ion o eme ging echnologies like gami ica ion. esea ch in he educa ion sec o is a a
nascen s age. hus, his s udy is being conduc ed wi h wo aspec s o he implemen a ion o gami ica-
ion in he educa ion sec o . i s , we wan o s udy he in luence o impac o gami ica ion upon imple-
men a ion in he educa ion sec o . second, i gami ica ion and me a e se a e combined o enhance he
lea ning p ocess, hen he ex en o which he quali y o lea ning can imp o e.
his esea ch is impo an because me a e se-based lea ning, along wi h gami ica ion, has he p ohi-
bi ion o o e ing many ad an ages, including expe imen al lea ning, ac i i y-based lea ning,
in e ac ion-based lea ning, eal-li e scena io-based lea ning, and s udying any ime, anywhe e, a he
lea ne ’s con enience. lea ne s use digi al iden i ies, such as a a a s, o hei lea ning p ocess.
me a e se-based educa ion can adap i he e is any change in he lea ning p ocess. educa o s can p o-
ide engaging ac i i ies o help he s uden s lea n and acqui e aluable in o ma ion. me a e se-based
lea ning also helps he s uden s imp o e hei skills and lea n new skillse s.
acco ding o Kasi ye and Wok (2023) esea ch, s uden s a ou web-based ideo lea ning pla o ms o
acqui e knowledge. Q. Wang e al. (2023) disco e ed ha no all ypes o sma phone use we e con-
nec ed o echnology-induced s ess. Because o he game elemen , emo ional in ol emen , and en e -
ainmen , yoon and mecca (2022) web documen a ies ha e been iden i ied as al e na i es o online
educa ion app oaches. said (2023) ound ha mBl has speci ic challenges, which include uni e sal access,
imme si e design, secu i y, and con ol. (camacho-sánchez e al., 2023) iden i ied game-based lea ning
and gam as majo lea ning s a egies because hey mo i a ed s uden s and helped hem pe o m aca-
demically. ohan e al. (2023) iden i ied ou essen ial psychological equi emen s–au onomy, achie e-
men , a ilia ion, and dominance ha can in luence me a e se usage in educa ion.
a massi e open online cou se (mooc) pla o m’s ce i ica e-issuing ea u e, which in ends o p o ide
online educa ion, is a gami ica ion s a egy ha can help inc ease comple ion a es and use engage-
men (De no a is e al., 2021). he dynamism o gami ica ion makes i highly ecommended o use in
he educa ional p ocess (yildi im, 2017). he me a e se’s social sus ainabili y was signi ican ly p edic ed
by pe sonali y ai s (a paci e al., 2022). abu beian e al. (2022) p oposed ha sel -e icacy, cu iosi y,
and pleasu e all a ou pe cei ed use ulness (PU).
Based on he esea ch gaps iden i ied in he li e a u e, wo esea ch ques ions we e amed as men-
ioned below.
RQ1. how much will gami ica ion imp o e he quali y o me a e se-based lea ning?
RQ2. how will gami ica ion help in using me a e se in he educa ion sec o ?
he au ho s belie e ha he gam li e a u e equi es heo e ical knowledge. Besides educa ion, he
me a e se has applica ions in nume ous a eas, including heal hca e, ma ke ing, gaming, and socializa ion
(Pa k & Kim, 2022; ohan e al., 2020, 2023). I me a e se ea u es a e used in eaching, s uden s’ engage-
men can be imp o ed (Pa k & Kim, 2022; ohan e al., 2021, 2023). he emphasis on educa ion has
shi ed o online lea ning due o coVID-19, esul ing in he g ow h o he me a e se. hence, his s udy
examined gam’s media ing e ec on boos ing mBl among uni e si y s uden s. al hough ex ensi e gam
esea ch has been conduc ed in he educa ional sec o , he ex en o which i migh in luence he edu-
ca ion sec o , wi h an emphasis on imp o ing mBl, equi es mo e ex ensi e esea ch.
liu e al. (2014) claimed ha PeoU was ela ed o he us . he echnology accep ance model ( am)
was modi ied o inco po a e he us a iable o p edic PeoU. Kansal (2016) ound ha inco po a ing
us in o am aided in p edic ing PU. us a ec s use a i udes. s uden s wi h high sel -e icacy exhib-
i ed a posi i e a i ude owa ds u ilizing new echnologies (Jayashanka e al., 2018). his implies ha
when u ilizing hese eme ging echnologies, use s possess he sel -belie o ca y ou hei asks e ec-
i ely, e e ed o as PU. addi ionally, i hese echnologies a e use - iendly, also known as PeoU, hei
use ulness can be linked o use s’ a i udes (al-adwan e al., 2023; malaquias & sil a, 2020; Pu ohi &
a o a, 2021). gam imp o es s uden s’ a i udes owa ds lea ning, gi ing hem a sense o con ol and
pa icipa ion a hei con enience (Pa k e al., 2021). Use s expe ienced less discom o when using use ul
echnologies (chen, 2022). Use - iendliness acili a es he ease o use o echnology and lowe s use
discom o (li & yu, 2022). a lack o con idence in echnology can be de ined as insecu i y, doub ing i s
e ec i eness and e iciency. Use s can accep echnological se ices when hei Ins a e low (Jeong &
Kim, 2023). subjec i e no ms signi ican ly a ec ed highe educa ion accep ance and a i udes owa ds
cogen BUsIness & managemen 3
me a e se echnology (salman e al., 2023). oy e al. (2022) s a ed ha pe cei ed beha iou al con ol
in luences academic help-seeking in en ions and beha iou s. hus, PBc will assis s uden s in
adop ing mBl.
gam esea ch has g own subs an ially in he las decade, p edominan ly in de eloped coun ies, bu
has no been done ex ensi ely in de eloping coun ies. he enhancemen o mBl mo i a ed he au ho s
o unde s and he need o comp ehend and analyse he media ing ole o gam in he educa ion sec o
in eme ging na ions. exis ing li e a u e based on me a e se and gam has ound ha lea ning oppo u-
ni ies inc ease, engaging he in ol emen o eache s and s uden s. he adop ion ac o s o his s udy
we e acqui ed om he li e a u e. he heo y o Planned Beha io ( PB), am, and echnology eadiness
Index ( I) we e he h ee heo ies used in his s udy. acco dingly, a amewo k was de eloped using
he ela ed independen , dependen , and media ing a iables. he e is addi ional discussion o he
s udy’s heo e ical and p ac ical aspec s. his esea ch o e s new pe spec i es in addi ion o he exis ing
li e a u e.
he pape is o ganized as ollows. sec ion 2 e iews ele an li e a u e on his opic. sec ion 3 ou lines
he de elopmen o he hypo hesis. sec ion 4 summa izes he esea ch me hodology. he da a analysis
in his s udy is p esen ed in sec ion 5. he discussion and implica ions o his s udy a e p esen ed in
sec ion 6. he conclusions, limi a ions and u u e esea ch di ec ions a e discussed in sec ion 7.
2. Li e a u e e iew
2.1. Theo e ical unde pinning
am, de eloped by Da is (1985), is an in o ma ion sys ems heo y. Da is (1985) p oposed h ee a iables
o explain use mo i a ion: PU, PeoU, and a i ude (a ) owa ds using he sys em. We adap ed
psychology-based heo ies o easonable ac ion ( a) and PB o he con ex o use accep ance o an
in o ma ion sys em. hubona and cheney (1994) con as ed am wi h PB and concluded ha am p o-
ides a mino empi ical ad an age and is a much simple , easie o apply, and mo e powe ul model o
explaining use s’ echnological accep ance (lee e al., 2003). mas om (2007) s udied s uden s’ use o am
in adop ing e-lea ning echnology and ound ha pe cei ed use ulness was he mos impo an a iable
in de e mining s uden s’ in en o adop e-lea ning echnology. In ecen yea s, eaching-lea ning p ac-
ices ha e inco po a ed eme ging echnologies ha ha e ans o med he educa ion sec o (Dwi edi
e al., 2022). synch onous lea ning be ween ins uc o s and s uden s is made possible by mee ing ools
like Zoom and Webex, which emo e geog aphical ba ie s. eache s ha e u ilised hese echnologies as
a sui able subs i u e o con en ional eaching echniques (Ii a i e al., 2020). acco ding o Pappas and
giannakos (2021), c ea ing i ual lea ning echniques will help accomplish lea ning objec i es and main-
ain s uden engagemen using mode n echnologies, bu i will also be challenging. wo ea u es ha
di e en ia e he i ual wo ld om o he en i onmen s a e he inco po a ion o a a a s and he capaci y
o wo k wi h o he a a a s simul aneously (Badilla Quin ana & meza e nández, 2015).
exis ing esea ch s udies ound ha PB was p ima ily used o unde s and an indi idual’s beha iou .
one o he cons uc s o PB is Pe cei ed Beha iou al con ol (PBc), which, acco ding o esea che s, is
included in he ex ended a. hus, somme (2011) examined and s a ed in his esea ch ha PBc di ec ly
in luences beha iou . Pa ke and mans ead (1995) inally concluded ha PBc, a and subjec i e no ms
(sn) a e he cons uc s o PB. Pappas and giannakos (2021) highligh ed he necessi y o eplica ing
in-pe son lea ning expe iences o add ess he issues acing highe educa ion sys ems. applying he
me a e se o highe educa ion enables mo e use -en i onmen in e ac ion han possible wi h p e ious
echnologies, enhances emo ional expe iences, and mo e closely esembles he adi ional class en i on-
men . acco ding o yang e al. (2022; Q. yang e al., 2022), in eg a ing he me a e se in o highe educa-
ion will enable success ul communica ion be ween eache s and s uden s in a i ual en i onmen ,
eplica ing he emo ional elemen s o he ac ual wo ld.
he 36-i em I scale assesses a pe son’s endency o adop and employ cu ing-edge echnologies.
global mobile subsc ip ions inc eased om 2.3 billion in 2005 o 6.8 billion in 2013. he ou dimensions
o echnology eadiness a e (a) op imism, (b) inno a i eness, (c) discom o , and (d) insecu i y. o he
ou dimensions, op imism and inno a i eness a e mo i a o s ha enhance I, whe eas discom o and
4 . Das e al.
Ins a e inhibi o s ha hinde i (Pa asu aman & colby, 2015). Inno a i eness is ela ed o echnological
eadiness because bo h en ail a pe son’s willingness o accep a new idea (Vic o ino e al., 2009). I
ep esen s a se o a i udes abou echnology bu does no p edic an indi idual’s capabili y o use i
(andaleeb e al., 2010). o imp o e he gene alizabili y and applicabili y o he I, lin and hsieh (2012)
duplica ed, e ined, and c oss- alida ed i ac oss con ex s and cul u es.
In nume ous educa ional con ex s, he me a e se has g own d ama ically as a esul o he eme gence
o imme si e echnologies like mixed eali y (m ), ex ended eali y (X ), augmen ed eali y (a ), and
Vi ual eali y (V ) (Zhang e al., 2022). Io de ices make lea ning mo e in e ac i e and in e es ing. aI,
big da a, and ex mining can be included in he me a e se pla o ms o analyze he lea ne s’ pe o -
mance (hwang & chien, 2022). as ela ed echnologies ad ance, he me a e se is an icipa ed o e ol e
and ma u e simul aneously. his will e en ually lead o a mo e widesp ead me a e se applica ion in
lea ning en i onmen s. hese implemen a ions may shed ligh on he echnology de elopmen s needed
o eplica e he lea ning p ocess in he me a e se accu a ely.
2.2. Gami ica ion in he wo ld o me a e se-based lea ning
he gam in educa ion has he po en ial o imp o e s uden s’ lea ning mo i a ion. Using game design
ea u es in a lea ning en i onmen is known as he gami ica ion o educa ion and is a me hod o inspi -
ing s uden s o lea n. a me a e se-simula ed en i onmen gene a es he exchange o in o ma ion
h ough communica ion among indi iduals. Inco po a ion o he i ual wo ld wi h ha o he physical
wo ld using he me a e se pla o m allows people o be in ol ed wi h each o he because i is a 3D
a mosphe e whe e se e al use s can ha e acquain ance wi h each o he . me a e se-based educa ion
migh ha e g ea po en ial o u u e esea ch, he e idence o which has been ound in p e ious s udies.
me a e se assis s in communica ion among s uden s in eal and i ual a enas (said, 2023). educa ion
was one o he me hods ha sa is ied s uden s and ins uc o s and was conside ed an al e na i e
me hod. a me a e se pla o m was used o p o ide his se ice. maju i e al. (2018) s a ed ha
p ocess-o ien ed elemen s and pe o mance-based g ow h using gam in he lea ning p ocess had been
used mo e equen ly. compa a i ely, he use o imme sion-o ien ed a o dances is conside ably less
common. Posi i ely o ien ed esul s ha e been epo ed in he exis ing li e a u e. P e ious s udies ha e
also p o ided e idence ha esea ch ou comes mainly ocus on quan i a i e me hods.
2.3. Resea ch gaps
Web-based games ha e been seen o be eadily a ailable o enhance use s’ digi al li e acy abou lib a y
se ices. he esea che s ha e li le in luence o e he long- e m iabili y o selec ed games because hey
a e online, web-based, and independen pla o ms ( & gala, 2023). Bo h PeoU and PU, as well as
a i udes owa ds e-lea ning, we e in luenced by enjoymen . social ac o s and accomplishmen s impac ed
a i ude. hese ul ima ely a ec a i ude and sa is ac ion, which inc eases he in en ion o use e-lea ning
sys ems (Kashi e & mohi e, 2023). se e al esea ch di icul ies in de eloping gami ica ion ac ics o
online lea ning en i onmen s ha e been made possible by Indus y 4.0 (oli ei a e al., 2023). esea ch
has shown ha gami ied sys ems can e ec i ely encou age s uden s in educa ion, bu i has also e ealed
ha di e en s uden s a e mo i a ed di e en ly (chapman e al., 2023). hence, i can be concluded ha
i he s uden s’ mo i a ion a ies, he enhancemen o he lea ning p ocess on he me a e se pla o m
using gami ica ion will also a y.
he bene i s o gami ica ion and lea ning mo i a ion a e media ed by s uden s’ psychological equi e-
men s, as demons a ed in p e ious s udies u ilising he sel -de e mina ion heo y. s uden s’ in insic
mo i a ion is in luenced by se e al ac o s, including social, achie emen , and imme sion quali ies (lua n
e al., 2023). s uden s’ pe cep ions o gami ica ion, in e ac ions wi h ins uc o s, and o he lea ne s in
moocs had a a ou able impac on hei pe cei ed gami ica ion, ins uc ional p esence, and social p es-
ence (cheng, 2023). Di e en gami ied lea ning si ua ions should be used o explo e a b oad spec um
o emo ions. his will acili a e comp ehension o he eelings ha s uden s expe ience be o e, du ing,
and a e hei gami ied lea ning p ocess (an, 2023). I can be in e ed ha social ac o s a e one o he
mos impo an ac o s which mo i a e s uden s in he lea ning p ocess. howe e , he emo ional aspec s
cogen BUsIness & managemen 5
o he s uden s should also be assessed o ind ou whe he hei lea ning p ocess on me a e se pla -
o ms using gami ica ion has inc eased o no .
3. Hypo hesis de elopmen
P io s udies on gami ica ion in a ious sec o s ha e used he am, sel -De e mina ion heo y (sD ), PB,
U aU , U aU 2, and I. he I, am, and PB models we e p oposed o his esea ch. his s udy uses
only DIs and Ins, also called inhibi o s, among he ou elemen s o echnology eadiness. am de ines
PU as he use ’s belie ha echnology usage will imp o e hei pe o mance and PeoU as he use ’s
belie ha u ilizing echnology will no need ex a e o . hese a e he wo key elemen s in luencing
use s’ a i udes owa ds a ious echnologies. PBc and beha iou al in en we e depic ed as beha iou al
unc ions in he PB. he e o e, a , sn, and PBc a e he h ee de e minan s o beha iou al in en ion.
he a iables conside ed o his s udy we e DIs, Ins, PU, PeoU, us ( U), a , sn, and PBc, wi h gam
media ing he in en ion o adop mBl. he concep ual amewo k is illus a ed in igu e 1. he esea ch
hypo hesis was de eloped based on his amewo k.
3.1. Pe cei ed ease o use (PEoU)
malaquias and sil a (2020) examined and s a ed ha i echnology is use - iendly, hen he use ulness
o enhancemen o lea ning h ough me a e se can be ela ed. hence, he PeoU cons uc plays an
impo an ole in echnology adop ion. he ease o use o echnology was measu ed by PeoU (Pu ohi
& a o a, 2021). hei esea ch s udy examined he po en ial o a conside able impac o PeoU on cus-
ome s’ usage in en ions o a echnology. Ins uc o s use he gami ied moodle pla o m o p o ide ain-
ing, bu i will only be e ec i e i i is simple (Vanduhe e al., 2020). ce ain game ea u es, such as
challenges and s o yline, made employees happie ; ne e heless, eedback and explici goals had no
disce nible e ec s. addi ionally, hey a es ed ha wo ke s’ sa is ac ion wi h he gami ied e- aining
aised hei assessmen s o he p og ams’ usabili y and con enience, imp o ing hei a i udes owa ds
gami ied e- aining p og ams (Bi ián e al., 2023). Pal and Pa a (2021) ound ha s uden s we e com-
pelled o u ilize digi al ools o educa ional pu poses. hese indings indica e ha ideo-based lea ning
aligns a ou ably wi h s uden s’ pe spec i es and p ac ical sys em u iliza ion. enjoymen had an impac
on PeoU owa ds e-lea ning. he in en ion o use e-lea ning sys ems is inc eased as hey e en ually
impac sa is ac ion (Kashi e & mohi e, 2023).
Figu e 1. Concep ual amewo k.
6 . Das e al.
3.2. Pe cei ed use ulness (PU)
Pu ohi and a o a (2021) s a ed ha PU is one’s belie ha employing echnology will assis hem in
be e execu ing hei wo k. as p edic ed by he am, PU an icipa es people’s a i udes owa ds a pa ic-
ula echnology (Da is, 1989). acco ding o Da is (1989), in conjunc ion wi h he PeoU, he PU de e -
mines a use ’s a i ude owa ds and in en ion o use a gi en in o ma ion sys em. al hough explici
objec i es and eedback had no disce nible e ec , ce ain game ea u es, such as obs acles and s o ies,
boos ed employees’ sa is ac ion. hey also e i ied ha employees’ posi i e a i udes owa ds gami ied
e- aining sys ems we e imp o ed by hei enjoymen o e- aining, which aised hei opinions on he
aining’s usabili y and con enience (Bi ián e al., 2023). o an educa ional inno a ion o be ul ima ely
accep ed, i is impe a i e o comp ehend he elemen s ha go in o a gami ied lea ning ool’s pe cei ed
use ulness (luo, 2023).
3.3. T us (TRU)
li and yu (2022) epo ed in hei s udy ha he me a e se should no be widely used in educa ion (Qin,
2022; younas mughal e al., 2022; yue, 2022) because oday’s echnology lacks unde s anding and U.
Use ai h inc eases h ough blockchain echnology and explainable aI (ali e al., 2023). he use o he
me a e se idea in educa ion was assessed in ligh o he echnological en i onmen . us is c ucial in
adop ing echnology because consume s mus ha e con idence in hei usage, which can only be
achie ed h ough su icien awa eness and knowledge. he banking sec o can build deep ela ionships
wi h consume s a e e y poin o he cus ome jou ney. egula ing compliance, p o ec ing da a p i acy,
and secu i y a e jus a ew o he isks ha come wi h hese ad an ages (ooi e al., 2023). s uden s om
a ious uni e si y majo s who us echnology we e mo e likely o in end o con inue hei educa ion
on digi al pla o ms (mou e al., 2023). Pe cei ed isk and pe o mance expec ancy comple ely media e
be ween consume us in echnology and beha iou al in en ion (X. Wei e al., 2024).
3.4. A i ude (ATT)
PU and PeoU a ec people’s a i udes. a i ude can be desc ibed as he ex en o which an indi idual
holds a posi i e o nega i e opinion owa ds a pa icula echnology. a i ude encompasses bo h excel-
len and nega i e sen imen s o belie s owa ds a pa icula echnology. a i ude is pe cei ed as a men al
inclina ion ha depends on he speci ic echnology. Use accep ance o echnology e e s o an indi id-
ual’s a i ude owa ds hei e ec i e eac ion, encompassing deligh , joy, and pleasu e when employing
inno a ion. s uden s who possess a high le el o sel -con idence a e signi ican ly mo e likely o emb ace
no el app oaches o lea ning and ha e a a ou able ou look owa ds u ilising cu ing-edge echnologies,
including mBl pla o ms (al-adwan e al., 2023). Va ious quan i a i e and quali a i e app oaches ha e
p ima ily been used o analyze use a i udes owa ds I de elopmen (said, 2023).
gam imp o es he playe ’s a i ude owa ds lea ning, allowing hem o pa icipa e and con ol he si u-
a ion a hei con enience (Pa k e al., 2021). In me a e se-based class ooms, s uden s ha e a highe le el
o imme sion, be e a i udes, and enjoymen o lea ning han adi ional lea ning app oaches (lee & Jo,
2023). social in eg a ion bene i s posi i ely impac people’s opinions abou gami ica ion se ices (hama i &
Koi is o, 2015). ou is s’ a i udes, PU and PeoU, imp o e when hey isi a ou is des ina ion (h. liu & Pa k,
2024). nguyen and nguyen (2024) s a ed he obus ness o he eg ession model ela ing indi idual a i-
ude o he desi e o digi al en ep eneu ship. anjum e al. (2023) ha e p oposed ha an en ep eneu ial
empe amen and a pe cei ed c ea i e p opensi y posi i ely in luence en ep eneu ial in en ion.
hence, he below-men ioned ou hypo heses a e p oposi ioned:
H1: PeoU will ha e a posi i e impac on he use ’s U.
H2: PU will posi i ely be associa ed wi h he use ’s U.
H3: PeoU will posi i ely be associa ed wi h he use ’s a .
H4: PU will posi i ely be associa ed wi h he use ’s a .
cogen BUsIness & managemen 7
3.5. Discom o (DIS)
a ce ain amoun o digi al li e acy is necessa y o keep s uden s and eache s engaged in hei edu-
ca ion and p epa e hem o he challenges o me a e se-based lea ning (li & yu, 2022). edu-me a e se
challenges include issues wi h engagemen , con en p oduc ion, game addic ion, p i acy, and e hics
(chen, 2022). he class oom expe ience was no eplica ed by he ideo-con e encing so wa e pla -
o ms used in educa ion. a i ual physical blended class oom has been sugges ed o connec s u-
den s and eache s (Wang e al., 2022). mukhe jee e al. (2021) ound ha employees we e
uncom o able using se ice obo s in ho els ha o e ed con ac less se ices. his is an excellen al e -
na i e because i p e en s ge ms om sp eading om pe son o pe son. s uden s a e conce ned ha
me a e se-based lea ning may esul in a decline in hei adi ional o line s udy p ac ices. In eg a ing
me a e se-based lea ning in educa ion is swi ly ad ancing and p o iding s uden s wi h he ad an-
ages o execu ing epea ed ac i i ies wi h excep ional accu acy, adap abili y, and in ense human- obo
in e ac ion.
hese gadge s p o ide di e se quali ies, p o iding s uden s wi h cap i a ing ac i i ies and genuine
expe iences and c ea ing s imula ing and a ac i e lea ning en i onmen s. s uden s ha bou ing a pessi-
mis ic disposi ion owa ds inno a ion end o cul i a e scep icism and con a y pe spec i es. one o I
2.0’s ou componen s, discom o , is iewed as nega i e (Pa asu aman & colby, 2015; a dinal & senalasa i,
2021). I has been used in p io s udies o assess he adop ion o new echnologies in mobile paymen
apps (humbani & Wiese, 2019; a dinal & senalasa i, 2021), educa ional apps (Wa den e al., 2022), a el
apps (Ja a e al., 2020), and i ual ou ism (c. yang e al., 2022). acco ding o a dinal and senalasa i
(2021), i is easonable o in e ha echnological discom o s ems om an o e abundance o sophis i-
ca ion and is no o e e yone.
3.6. Insecu i y (INS)
a lack o us in echnology migh be cha ac e ized as insecu i y because i aises ques ions abou how
well i will wo k and o esees possible undesi able esul s. Wi h a high le el o Ins, use s a e eluc an
o accep echnological se ices (Jeong & Kim, 2023). Ins can de elop in young adul s because hey
spend much ime on social media and playing 3D imme si e games (Usmani e al., 2022). condi ional
p i acy is i al o me a e se-based se ices o egula e ha m ul use s and a oid aud and Ins ( a &
ad, 2022). aI echnologies a e inc easingly used in educa ion. his allows eache s o swi ly add ess
s uden ques ions, emo e labo ious, epe i i e wo k, and imp o e pe sonalized and adap able lea ning
( oy e al., 2022). acco ding o lai and lee (2020 Pa asu aman, 2000), insecu i y is a ba ie o echnol-
ogy eadiness and ypically signi ies a eluc ance o accep he echnology. Insecu i y will ha e di e en
e ec s based on he ime o day and he echnology employed.
3.7. Subjec i e no ms (SN)
Indi idual in en ions a e in luenced by sn, which in u n in luences an indi idual’s ac ual beha iou
when adop ing new echnology (İbili e al., 2023). he adop ion o and a i ude owa d me a e se ech-
nology in highe educa ion a e signi ican ly impac ed by sn (salman e al., 2023). adding he sn con-
s uc o am makes i easie o esea che s o ge an idea o he me a e se explaining he beha iou
o indi iduals (Jo, 2023). he pu pose o any si ua ion is o inspi e a pe son o pe o m a desi ed ask,
a e which he expec s some alue om he ou comes o ha ask (Z. Wei e al., 2023). sn can also
asce ain en ep eneu ial equi emen s (Boua i e al., 2023). sn in luences adop ing eme ging echnolo-
gies, as p oposed by he la es esea ch s udies (al Dei e al., 2023).
3.8. Pe cei ed beha iou al con ol (PBC)
PBc is he di icul y o ease wi h which a beha iou occu s. PBc a ies om case o case since i is based
on p ede e mined assump ions (co dano & ieze, 2000). he associa ion be ween en ep eneu ial in en-
ion and women’s sel -e icacy is media ed by PBc (Khu shid & Khan, 2017). In highe educa ion, he use
14 . Das e al.
Hypo hesis 6 is ejec ed, indica ing ha consume s’ PU is no associa ed wi h hei DIs. his leads o
he conclusion ha consume s will be uncom o able i echnology-based lea ning does no ha e bene-
i s. P e ious esea ch by li and yu (2022) con adic s ou esul s, which s a e ha me a e se pla o ms
p o ide a sel -di ec ed lea ning expe ience. PeoU has no associa ion wi h DIs; hence, Hypo hesis 7 was
ejec ed. as a esul , use s a e no mo i a ed o use mBl wi h gam. Hypo hesis 8 was ejec ed, s a ing
ha Ins is no associa ed wi h PU. hence, he esul s indica e ha consume s migh lack us in
echnology-boos ing mBl. he e o e, i a high Ins is in ol ed in any echnology, use s hesi a e o adop
Figu e 2. s uc u al equa ion model.
Table 5. Hypo hesis esul s.
Hypo hesis Pa ame e s es ima e se CR P Hypo heses
H 1 Ru <--- Peou −0.014 0.066 −0.206 0.837 no suppo ed
H 2 Ru <--- Pu 0.38 0.073 5.234 *** suppo ed
H 3 a <--- Peou −0.023 0.056 −0.422 0.673 no suppo ed
H 4 a <--- Pu 0.541 0.065 8.345 *** suppo ed
H 5 gaM <--- a 0.161 0.056 2.884 0.004 suppo ed
H 6 Pu <--- Dis 0.047 0.063 0.744 0.457 no suppo ed
H 7 Peou <--- Dis 0.056 0.068 0.825 0.409 no suppo ed
H 8 Pu <--- ins −0.057 0.073 −0.779 0.436 no suppo ed
H 9 Peou <--- ins −0.027 0.079 −0.342 0.732 no suppo ed
H 10 MBL <--- sn −0.153 0.05 −3.073 0.002 suppo ed
H 11 MBL <--- PBC 0.161 0.047 3.414 *** suppo ed
H 12 MBL <--- gaM 0.247 0.047 5.231 *** suppo ed
cogen BUsIness & managemen 15
i (Jeong & Kim, 2023). Hypo hesis 9 was ejec ed, meaning he e was no signi ican associa ion be ween
Ins and PeoU. as a esul , he s udy’s indings sugges ha due o less us in he echnology, g ow h
in mBl may no be possible. Jeong and Kim (2023) esea ch ou comes align wi h ou s udy, as echnol-
ogy insecu i y leads o use s no adop ing his echnology. Hypo hesis 10 was suppo ed, implying a
signi ican associa ion be ween sn and he in en ion o adop mBl. hus, i can be in e ed ha adop -
ing mBl o in luence use beha iou is possible. he esea ch o İbili e al. (2023) has also shown ha
sn s ongly impac s use s’ belie s. Hypo hesis 11 was suppo ed, implying a signi ican associa ion be ween
PBc and he in en ion o adop mBl. hence, inc eased PBc leads o inc eased help-seeking, esul ing in
mBl adop ion. his esul is suppo ed by he wo k o Bo nschlegl e al. (2021). Hypo hesis 12 was sup-
po ed, implying a signi ican associa ion be ween gam and he in en ion o adop mBl. gami ica ion is
he addi ion o game design elemen s o non-game ci cums ances, c ea ing a un ac o o use s. as a
esul , he s uden s we e mo i a ed o adop mBl. g oh (2012) epo ed simila ou comes in his
esea ch s udy.
6.1. Theo e ical implica ions
his s udy examines how gam a ec s he Indian educa ional sys em, ocusing on imp o ing mBl. his
esea ch enhances bo h heo e ical and p ac ical pe spec i es. Po en ial con ibu ions o he li e a u e on
gam adop ion beha iou in he con ex o enhancing mBl could be made by he esea ch s udy. he
mBl has been enhanced in de eloped coun ies h ough he applica ion o gam. his esea ch was con-
duc ed among uni e si y s uden s because i ound ha he exis ing li e a u e was insu icien and ha
new esea ch was equi ed (hussain e al., 2019; os om e al., 2015; Pu ohi & a o a, 2021). he bene i s
o mBl o uni e si y s uden s a e enhanced by his s udy’s analysis o esea ch gaps in a de eloping
ma ke scena io. he media ing e ec o gam in imp o ing mBl was examined in his s udy using am,
PB, and I models. a , sn, and PBc a e PB a iables; DIs and Ins a e I a iables; and PeoU, U,
and PU a e he h ee componen s o am.
gi en ha edu e se makes lea ning asks and ac i i ies mo e accessible o comple e and enhances
lea ning pe o mance, gen Z s uden s a e likely o be eage o adop i (al-adwan & al-Debei, 2023).
acco ding o ea lie s udies ( aqih & Ja ada , 2021; hu e al., 2020; eng e al., 2022; . yang e al., 2022;
Q. yang e al., 2022), his conclusion is consis en wi h how pe o mance expec ancy a ec s beha iou al
in en ion owa ds di e en educa ional echnologies. me a e se pla o ms buil by uni e si ies o he
lea ning p ocess should be s uden -cen ic. s uden s can access he lea ning con en a ailable on he
me a e se pla o ms p o ided by uni e si ies. a , sn, and PBc cons uc s aid he esea che s in assess-
ing he in en o uni e si y s uden s o use gami ica ion o enhance hei me a e se-based lea ning. P io
esea ch s udies p o ide e idence o he ela ionship be ween knowledge o PU and PeoU, sugges ing
ha a basic unde s anding o echnology would ensu e ha a pe son conside s i simple (Pu ohi &
a o a, 2021). he impo ance o pe o mance expec ancy in p edic ing in en ion o adop a pa icula
echnology helps o explain why uni e si y s uden s will be eage o use me a e se pla o ms i hey
ealise ha i makes i easie o comple e hei academic asks and ac i i ies mo e e icien ly (al-adwan
& al-Debei, 2023). When c ea ing a echnology-d i en cu iculum, eache s mus hink ha using ech-
nology is pleasan and engaging and ha hey ake s uden mo i a ion in o accoun (spec o &
seung, 2018).
ou esea ch examines how gami ica ion can enhance he lea ning p ocess h ough a me a e se
pla o m, as seen om u ilizing he I, am, and PB models. By inco po a ing am, I, and PB
in o ou s udy me hodology, we we e able o unde s and be e s uden s’ aspi a ions o use gami i-
ca ion o inc ease hei engagemen wi h he cu iculum while aking social and psychological
aspec s in o accoun . he wo king en i onmen and he use s signi ican ly impac he esul s o
gami ica ion. acco ding o he s udy, add essing people’s p io awa eness o gami ica ion, he
me a e se, and i s applica ions is impo an . acco ding o p io esea ch, he am componen s
appea o be la gely consis en ac oss subg oups ela ed o age, gende , and I p o iciency (lai & li,
2005). When a ully unc ional me a e se is widely adop ed, i can change beha iou al aspec s o
human in e ac ion, cul u e, and socie y, which could bene i la ge segmen s o he populace (Dwi edi
e al., 2022).
16 . Das e al.
6.2. P ac ical implica ions
he esul s sugges ha he gam can imp o e uni e si y s uden s’ mBl. he s udy’s conclusions indica e
ha a lack o echnological knowledge is a majo ba ie o ecognizing he ad an ages o gam. his
epo p o ides p ac ical ecommenda ions o educa ional o ganiza ions wo king o de elop mBl.
educa o s migh o e college s uden s incen i es o encou age hei pa icipa ion in mBl mus be iden-
i ied. ou indings imply ha , o ully comp ehend he po en ial o gam o enhance mBl, he educa ion
sys em should conside he combina ion o PU, PeoU, a , U, PBc, and sn. Videos pos ed on social
media pla o ms may educa e use s abou he bene i s o gam.
his esea ch has signi ican consequences o highe educa ion ins i u ion execu i es and policymak-
e s in addi ion o i s heo e ical signi icance. o imp o e unde s anding o me a e se-based lea ning and,
consequen ly, he up ake o gami ica ion in educa ional domains, he s udy’s conclusions can be o g ea
p ac ical use o educa ional ins i u ions, educa o s, s uden s, ma ke e s, manage s, policymake s, p ac i-
ione s, and sys ems de elope s. he s udy’s esea ch ou pu s will in ol e a wide ange o educa ional
s akeholde s, including s uden s, acul y and uni e si y o icials, policymake s, and esea che s, o collec
i s hand in o ma ion on he me a e se-based lea ning en i onmen in highe educa ion om nume ous
angles. Policymake s should aim o modi y he eaching-lea ning p ocess. Ins i u ions should imp o e
lea ning ega ding collabo a ion, communica ion, anspa ency, and p oduc i i y. Policymake s should
ensu e ha eache s ha e adequa e aining o u ilize gami ica ion o enhance uni e si y s uden s’ lea n-
ing expe iences by u ilizing he me a e se.
ma ke e s and sys em de elope s should pay mo e a en ion o how o o e lea ning ma e ial c ea ion
pla o ms ha make gami ica ion mo e impac ul, use ul, and con enien . since echnology enhances lea ning
and helps lea ne s e ain in o ma ion mo e eadily, lea ne s would be mo e inclined o accep i . P ac ical
implemen a ions in eal-wo ld class ooms a e equi ed o ully comp ehend he usage o gami ica ion ech-
nology o en ich he educa ional en i onmen . he c ea ion o eal-wo ld assignmen s may also be conside ed
by ins uc o s, educa o s, and policymake s, who migh in es iga e he bene i s o gami ica ion in enhancing
uni e si y s uden s’ classes. o adop gami ica ion and imp o e me a e se-based lea ning, p ac i ione s mus
g asp he essen ial concep s and alues in he sugges ed concep ual amewo k, including adding gaming
elemen s in o non-game en i onmen s. esea che s and p ac i ione s should de o e mo e emphasis o mea-
su ing use s’ echnological p epa edness. he modi ied 16-i em scale simpli ies and imp o es he u ili y o I
in a ious con ex s and cul u es, bene i ing p ac i ione s and esea che s. he I has been edesigned o be
less complex and simple o use in su eys, which will be ex emely bene icial in de e mining consume s’
echnological eadiness le els. u he esea ch aimed a educing he amoun o componen s will make he
I e en mo e use ul o esea che s and p ac i ione s.
7. Conclusions, limi a ions, and u u e esea ch
his s udy assessed he a iables due o gam. am, PB, and I we e employed in his s udy. s uden s
om a ious uni e si ies in a de eloping na ion pa icipa ed in his s udy. his s udy p o ides a concep-
ual amewo k and iden i ies a iables om he h ee models. hese ac o s we e used o c ea e he
s uc u ed ques ionnai e. a su ey was conduc ed a an Indian uni e si y using he ques ionnai e. he
sample size was h ee hund ed and eigh een. he accep able hypo heses showed a signi ican ela ion-
ship be ween gam, sn, PBc and he adop ion o mBl. a was also posi i ely associa ed wi h he gam
o adop ing mBl. PU has a signi ican associa ion wi h U and a , espec i ely. PU and PeoU we e no
signi ican ly co ela ed wi h Ins o DIs. PeoU also didn’ ha e a signi ican ela ionship wi h U and a .
educa ional ins i u ions will bene i om his esea ch’s unde s anding o he ad an ages and cons ain s
o gam in enhancing mBl. mos esponden s we e no amilia wi h he no ion o gam. ega dless o
hei educa ional deg ee, conduc ing his s udy equi ed pa icipan s o unde s and he gam.
7.1. Limi a ions and u u e esea ch
o his s udy, bo h online and o line su eys we e conduc ed. a andom selec ion o esponden s was
used o collec da a o his s udy. he e o e, he collec ed da a mus be examined o bias and eliabili y
cogen BUsIness & managemen 17
o elimina e i ele an esponses. consequen ly, no all he po en ial applica ions o his echnology we e
examined in his s udy. his s udy was es ic ed o he educa ion sec o . his inc eases he possibili y o
conduc ing u he s udies. his s udy was limi ed o one coun y. u he esea ch could in eg a e
demog aphic cha ac e is ics such as age, egion, and employmen .
u u e esea ch should in es iga e how di e en use cha ac e is ics in luence he psychological e ec s
o gam elemen use. mo e esea ch should be conduc ed o unde s and he links be ween se ice cha -
ac e is ics and psychological esponses. u u e esea ch on he DIs and Ins should be unde aken. a
compa a i e analysis o de eloped and eme ging na ions may p o ide u he insigh s.
Au ho con ibu ions
a inmoy Das: concep ualiza ion, me hodology, o mal analysis, Valida ion, W i ing – o iginal D a , W i ing – e iew
& edi ing. si aji ganesh Kondamudi: concep ualiza ion, W i ing – e iew and edi ing, supe ision. mohammad
Dawood Babake khell: concep ualiza ion, W i ing – e iew and edi ing, In es iga ion. Debajyo i Pal: concep ualiza ion,
W i ing – e iew and edi ing, me hodology, Valida ion. i a oy: W i ing – e iew & edi ing, In es iga ion, Da a cu a-
ion. su ee unilkul: concep ualiza ion, W i ing – e iew & edi ing.
Consen
I was ob ained om he esponden s e bally (Delphi s udy) and in o med (su ey).
Disclosu e s a emen
no po en ial con lic o in e es was epo ed by he au ho (s)
Resea ch in ol ing human pa icipan s and animals
his s udy in ol es humans o he su ey and he na u e o he wo k is pu ely pe cep ual, dealing wi h he pe cep-
ions o human pa icipan s.
Funding
he au ho s ecei ed no unding o his s udy.
Da a a ailabili y
Da a a ailable on eques om he au ho (name: a inmoy Das; email: [email p o ec ed])
Abou he au ho s
Ta inmoy Das is pu suing his PhD om gI am school o Business gI am (Deemed o be Uni e si y), Visakhapa nam,
andh a P adesh, India. he has done an mBa in ma ke ing om KII Uni e si y and an m. ech in me allu gy &
ma e ials enginee ing om II mad as. also B. ech in me allu gy om nI aipu . he has wo k expe ience in a ious
indus ies like so wa e, banking, e c. his a eas o in e es a e gami ica ion, consume beha iou , e c.
D Si aji Ganesh Kondamudi is wo king as an assis an P o esso in gI am school o Business gI am (Deemed o be
Uni e si y), Visakhapa nam, andh a P adesh, India. his a eas o in e es a e heal hca e ma ke ing, consume
beha iou , e c.
Mohammad Dawood Babake khell was bo n in a ghanis an. he has ecei ed Bcs deg ee in compu e science
om shaikh Zayed Uni e si y (Khos ) a ghanis an in 2009. he comple ed msc in ne wo k echnology and man-
agemen om ami y Ins i u e o In o ma ion echnology, ami y Uni e si y U a P adesh, India in 2019. he has
been wo king as a lec u e a In o ma ion echnology Depa men , compu e science acul y, shaikh Zayed
Uni e si y (Khos ) since 2011. he is cu en ly wo king as a ice chancello o s uden ’s a ai s in shaikh Zayed
uni e si y. his a ea o in e es is In o ma ion echnology managemen , compu e ne wo k and secu i y, cloud
compu ing, and In e ne o hings.
18 . Das e al.
Ri a Roy is wo king as an assis an P o esso a gI am Ins i u e o echnology, gI am (Deemed o be Uni e si y),
Visakhapa nam. she has eigh yea s o eaching and esea ch expe ience. he a eas o in e es include a i icial in el-
ligence, machine lea ning, compu e ne wo ks, and gami ica ion.
Debajyo i Pal ecei ed he B.e deg ee in elec ical enginee ing om nagpu Uni e si y, maha ash a, India, in 2005
and he m. ech. deg ee in In o ma ion echnology om Indian Ins i u e o enginee ing science and echnology,
shibpu , Kolka a, India in 2007. he comple ed his Ph.D. in In o ma ion echnology om he school o I , KmU ,
Bangkok, hailand, and is p esen ly employed as a lec u e wi h he same uni e si y. his esea ch in e es s a e in
mul imedia sys ems, Io , and human-compu e In e ac ion.
Su ee Funilkul ecei ed he B.sc. in ma hema ics and m.sc. in In o ma ion echnology om mahidol Uni e si y,
hailand, and he King mongku ’s Uni e si y o echnology honbu i, espec i ely. she ob ained he Ph.D. in
In o ma ion echnology om he King mongku ’s Uni e si y o echnology honbu i in 2008. he esea ch in e es s
include in o ma ion sys ems, da abase p og amming, e c.
ORCID
a inmoy Das h p://o cid.o g/0000-0002-6641-0876
si aji ganesh Kondamudi h p://o cid.o g/0000-0001-8614-4627
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